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![Page 1: Into the Forest and Field Colorado Alliance for Environmental Education April 26, 2008 Louise Chawla How Environmental Education Can Promote Care for the.](https://reader035.fdocuments.net/reader035/viewer/2022062516/56649e055503460f94af0fe2/html5/thumbnails/1.jpg)
Into the Forest and Field
Colorado Alliance for Environmental Education
April 26, 2008
Louise Chawla
How Environmental Education Can Promote Care for the Natural World, Children’s
Well-being, & Academic Success
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. . . “The ultimate goal of environmental education is the maintenance of a varied, beautiful, and resource-rich planet for future generations. It follows from this that the penultimate goal of environmental education, especially in a democracy like ours, must be the creation of an informed citizenry which will work actively toward this ultimate goal.”
Tom Tanner, 1980
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Special places in nature
Primary childhood sources of adult actions to protect the natural world
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Special people who encourage exploration and play in the natural world
Photo by Mary Rivkin
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Photo by Mary Rivkin
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Photo by Illene Pevec
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Formative role
models
communicate
“a contagious
attitude of
attentiveness.
” Photo by Mardi Solomon
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Connecting children with nature
not only has long-term potential
benefits for nature. It has
immediate benefits for children’s
health and well-being.
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In a Norwegian study, children who
played in the woods around their
school made significantly more rapid
gains on tests of balance, agility,
strength and coordination than
comparable students who played in
a traditional playground.Fjortoft, 2001
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In a Swedish study, young children
whose playground contained a field
and an orchard performed better on
several measures than others who
only had access to a traditional
playground:
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o Better balance and agility
o Better concentration
o More varied and elaborated patterns of play
o Fewer conflicts between children
o Fewer days of absence due to illnessGrahn, Martensson, Lindblad, Nilsson & Ekman, 1997
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In observations of young children’s
play, children in areas with trees and
vegetation show more creative social
play than children in hard surfaced or
built play areas, and some studies
show more balanced gender groups.Faber Taylor, Wiley, Kuo & Sullivan, 1998;
Grahn et al., 1997; Kirkby, 1989
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Children with ADD and ADHD
concentrate, complete tasks and
follow directions better after they
play outside in green settings,
and the greener the settings, the
more improvement they show.
Faber Taylor, Kuo & Sullivan, 2001 Kuo & Faber Taylor, 2004
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Children with ADD showed
significantly better concentration
after a walk through a park
compared to a walk along a
pleasant but built street.
Faber Taylor, Landscapes & Human Health Laboratory,
University of Illinois at Urbana-Champaign,
unpublished study
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In a study of 7 to 12 year olds who
moved from rundown urban housing to
better homes in better neighborhoods,
the best predictor of whether children
would show the highest levels of
concentration following the move . . . .
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. . . was not the overall quality
of their new home, but its
amount of improvement in
terms of more natural views and
yards.
Wells, 2000
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Among rural 8 to 11 year olds,
those with higher levels of nature
around their homes coped better
with stressful life events, according
to their parents’ reports and their
own self-reports.
Wells & Evans, 2003
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This protective effect of nearby
nature was strongest for the
children who experienced the
highest levels of stressful
events.
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When Finnish adolescents wrote
about places where they went after
upsetting events, they said that they
often sought out natural areas. There
they could relax, clear their minds,
and gain perspective on things.
Korpela, 1992
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Robert Taylor Homes, Chicago
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People gathered more in public
spaces with more trees, and in
these spaces children played
more creatively and had more
positive interactions with adults.
Faber Taylor, Wiley, Kuo & Sullivan, 1998
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Girls with green views from their
apartments showed better
functioning in terms of focused
attention, less impulsivity, and the
ability to delay gratification.
Faber Taylor, Kuo & Sullivan, 2002
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In urban areas across the world, children identify safe natural areas as important characteristics of a good community in which to grow up.
Chawla, 2002
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Exposure to nature benefits adults
as well as children . . . which can
be expected to create better
conditions for children in their care.
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Among adults, access to gardens, parks, trees or green space has been associated with:
• reduced blood pressure
• reduced stress
• greater emotional well-being
• better concentration & problem-solving
• more rapid healing after surgery
• greater work satisfaction & productivity
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In Robert Taylor Homes, adult residents with vegetation around their buildings showed:
o Significantly better performance at cognitive
tasks that required close attention
o Better conflict management and less aggression in the family
o Stronger social ties with their neighbors
o A greater sense of safety and security
o A stronger sense of community
Police records showed less violence and crime in the public housing areas with vegetation.
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According to surveys of 339 people in Scotland and 459 people in England, people who routinely played outside in natural areas as children are much more likely to visit green spaces or wooded areas as adults.
Thompson, Catharine Ward, Aspinall, Peter & Montarzino, Alicia. 2007. The childhood factor: Adult visits to green places and the significance of childhood experiences. Environment & Behavior.
Continuing benefits of childhood play in nature
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When adults remember experiences
of a sense of harmony with nature in
childhood, the most frequent benefit
that they attribute to these
experiences is a fund of calm that
they can draw upon in later life.
Chawla, 1990; Hoffman, 1992; Robinson, 1983
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What is special about engagement with nature, that may explain these benefits?
Photo by Reba Rye
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For children, nothing matches nature’s “loose parts” for creative possibilities—and as children play in nature, they are discovering the material of life on which human existence depends.
Photo by Louise Chawla
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Photo by Roger Hart
The natural world is a place for creative social play in a world that is always new. . .
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. . . and a world of graduated challenges
Photo by Louise Chawla
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In a world of attention-deficit
disorder, how can we connect
children with nature?
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Beieren,Germany
landscaping for nature play
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Dutch natureschoolyard
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Learning ThroughLandscapes schoolyard, England
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schoolyard, Nijmegen, The Netherlands
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schoolyardOberdahlhausen,Germany
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Include the basics—water
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Dutch schoolyardsand parks
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earth
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sand
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plants
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hut building
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animals
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eating what yougrow
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landscapingaroundFreiburg homes,Germany
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Don’t forget how you get there ….
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Photo © Chicago Zoological Society
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Hamill Family Play Zoo, Brookfield ZooPhoto © Chicago Zoological Society
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Schools can become sites for
connecting children with nature,
through schoolyard gardens and
habitats and place-based
education.
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Second graders planting a butterfly garden in Malden, MAPhoto by Kim Kezer
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Learning Landscape Initiative, DenverPhoto by Bambi Yost
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Place-based education
explores the local
community, uses the
environment as an
integrating context
across disciplines,
involves team
teaching, and
accommodates
individual student
abilities and skills. Heritage questPhoto by Michael Duffin
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PBE is associated with a number of student gains.
Making tree ring rubbings, Louisville, KYPhoto by Louise Chawla
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Studies of students in schools and classrooms that use place-based education have found higher scores on standardized tests in a number of subjects, including reading, writing, math, science and social studies.
Lieberman & Hoody 1998; Bartosh 2003; SEER 2000; NEETF 2000
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Other student gains found by these studies include:
• Improvement in their G.P.A.
• Longer retention in school
• Higher than average scholarship awards
• Increased pride in their accomplishments
• Greater engagement and enthusiasm for learning
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In a Florida study of 400 ninth & twelfth graders in 11 schools, students in place-based education classes scored significantly higher on critical thinking skills.
Ernst & Monroe 2004Photo by Louise Chawla
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In interviews, teachers in this study said that place-based education requires students to integrate multiple disciplines, formulate and test hypotheses, investigate issues, take responsibility for their own learning, reflect on what they learn, and connect their learning to their communities.
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In the same Florida study, students in the place-based education classes showed significantly greater achievement motivation, which is associated with
greater engage-ment with schoolwork.
Athman & Monroe 2004
Photo by Louise Chawla
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Jamaica Pond, BostonPhoto by Kim Kezer
The more that students are exposed to place-based education, the more they report attachment to place, time spent outdoors, civic engagement, & environmental stewardship.
Duffin et al. 2004
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Students in place-based education also exhibit reduced discipline and classroom management problems, better attendance, and more responsible behavior in their school and their community.
Falco 2004, Lieberman & Hoody 1998, SEER 2000, Bartosh 2003
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spring river trip, Hinsdale, NH
Photo by Polly Chandler
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This educational approach has been found to transform school cultures in a way that quickly assimilates new teachers into its practice. Buy-in by key school administrators is key.
Haley Elementary, Roslindale, MA
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“I think the mentality is really part of our identity. It is who we are.”
“They [veteran teachers] sweep these new people up and into the theme, the culture of the school.”
Teachers in PEEC (Place-based Education Evaluation Collaborative), representing nearly 100 schools in 12 states (Duffin & PEER Associates, 2007)
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Share this data with parents,
principals and other key decision-
makers and get students outdoors!
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Recommended resources:
The Nature Literacy Series of The Orion Society (www.orionsociety.org), including:Into the Field: A Guide to Locally Focused Learning, by Claire Walker Leslie, John Tallmadge, and Tom Wessels
Place-based Education: Connecting Classrooms and Communities, 2nd ed.by David Sobel
Also www.PEECworks.orgwww.PromiseOfPlace.org
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All images of European landscaping for children’s nature play come from:
Leufgen, Willy & van Lier, Marianne. 2007.Vrijspel voor natuur en kinderen. Utrecht: Uitgeverij Jan van Arkel.
www.antenna.nl/[email protected]
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For a review of research on significant life experiences:
Louise Chawla (2007)Childhood experiences associated with care for the natural world, Children, Youth and Environments 17(4), 144-170.
www.colorado.edu/journals/cye